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1

DIFFERENT INTERPRETATIONS OF THE STRUCTURE AND FUNCTIONS OF CONCEPTS. AN ATTEMPT AT A SYNTHETIC LOOK

100%
Chlewinski Z.
Kolokwia Psychologiczne (Psychological Colloquia)
|
2006
|
vol. 15
61-70
EN
The text tries to bring together the problem area of the understanding and genesis of concepts. It presents the most representative conceptions, the most important questions, and the different answers concerning the structure and functions of concepts. Attention is drawn to what links the different theoretical points of view. The author presents in a synthetic way the achievement of current cognitive psychology on the subject of concepts. Keywords:
2
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Zasady kategoryzacji

80%
Rosch E.
Etnolingwistyka. Problemy Języka i Kultury
|
2005
|
vol. 17
11-35
PL
Rozprawa amerykańskiej badaczki, psychologa z Uniwersytetu Kalifornijskiego, należy do nowej klasyki kognitywizmu i stanowi punkt odniesienia dla wielu prac językoznawczych powstających w nurcie badań kognitywnych. Pierwsza część dotyczy zasad rządzących systemem kategoryzacyjnym (jest to zasada ekonomii i zasada respektowania struktur w świecie postrzeganym), które to zasady mają swój wymiar pionowy, inkluzywny (pies – ssak – zwierzę – organizm żywy), i poziomy (pies, kot). W wymiarze pionowym wyróżniony jest jeden poziom, wykazujący wysoką „wartość wskaźnikową” i „podobieństwo kategorialne”, poziom podstawowy (basic level), np. krzesło (w układzie mebel – krzesło – krzesło kuchenne) itp. Obiekty tego poziomu mają wspólne atrybuty, wspólny jest sposób posługiwania się nimi, mają podobny wygląd. Dziecko obiekty tego poziomu przyswaja w pierwszej kolejności, a ich nazwy językowe są używane najczęściej. W trzeciej i czwartej części rozprawy mówi się o wymiarze poziomym kategoryzacji i strukturowaniu kategorii poprzez prototypy oraz podejmuje próbę operacyjnego określenia pojęcia prototypowości. Końcowa część jest próbą analizy atrybutów, funkcji i kontekstów przedmiotów jako rekwizytów w zdarzeniach określonych kulturowo.
EN
The authoress' work belongs to new cognitivist classics and constitutes the point of reference for a number of cognitively-oriented studies of language. The first part deals with the principles of categorization (the principle of economy and the principle of preserving the structures in the perceived world), which have a vertical dimension (dog - mammal - animal - living creature) and a horizontal dimension (dog, cat). In the vertical arrangement, one of the levels exhibits an especially high 'cue validity' and 'categorial resemblance'. This is the basic level, e.g. 'chair' in the series 'furniture - chair - kitchen chair'. Objects at this level share attributes, are used in the same way and look similar. Terms at the basic level are acquired first and used most frequently. The third and fourth part of the article deal with the horizontal dimension of categorization and with the process of structuring categories through prototypes. A description of an operational understanding of prototypicality is attempted. Finally, an analysis is offered of attributes, functions and contexts of objects as artifacts in culture-determined events.
3

COGNITIVE FALLACIES AS BARRIERS TO THINKING

80%
Ruisel I.
Studia Psychologica
|
2004
|
vol. 46
|
issue 4
327-333
EN
A review is made of cognitive fallacies as statements in which the observer does not register the real situation without being aware of it. Cognitive fallacies arise out of an inadequate acceptance of cognitive claims on the processing of events in everyday life. Fallacies occurring most frequently are genetic fallacies, arguments about people, argumentation through contrition, fallacies of composition, fallacies of false cause, fallacies of inadequate definition, argument from a consensus of nations, argument of 'the cudgel', argument of authority, argument of judgment, argument out of respect, argument out of ignorance, ignorance out of refutation, requirement to meet principles, fallacies of multiple questions, fallacies of ambiguity, amphiboly and the argument of the slippery slope. The discussion bears on the impact of cognitive fallacies on the validity of deductive thinking (particularly in view of meta-deduction).
4

WHY DID YOU REALLY DO IT? HUMAN REASONING AND REASONS FOR ACTION

80%
Gascón J. Á.
Organon F. medzinárodný časopis pre analytickú filozofiu
|
2021
|
vol. 28
|
issue 4
EN
During the last decades several studies in cognitive psychology have shown that many of our actions do not depend on the reasons that we adduce afterwards, when we have to account for them. Our decisions seem to be often influenced by normatively or explanatorily irrelevant features of the environment of which we are not aware, and the reasons we offer for those decisions are a posteriori rationalisations. But exactly what reasons has the psychological research uncovered? In philosophy, a distinction has been commonly made between normative and motivating reasons: normative reasons make an action right, whereas motivating reasons explain our behaviour. Recently, Maria Alvarez has argued that, apart from normative (or justifying) reasons, we should further distinguish between motivating and explanatory reasons. We have, then, three kinds of reasons, and it is not clear which of them have been revealed as the real reasons for our actions by the psychological research. The answer we give to this question will have important implications both for the validity of our classifications of reasons and for our understanding of human action.
5

A FEW COMMENTS ON THE LINDA PROBLEM

80%
Olszewski A.
Organon F. medzinárodný časopis pre analytickú filozofiu
|
2017
|
vol. 24
|
issue 2
184 - 195
EN
This paper discusses an experiment in cognitive psychology called the Linda problem. Firstly, some natural conditions for the correctness of the interpretation of psychological experiments (such as the Linda problem) are formulated. The article is essentially a critique of the interpretation of the results of the Linda problem experiment provided by Kahneman and Tversky as well as – indirectly – their concept of heuristics. It is shown that the interpretation provided by Kahneman and Tversky does not meet the aforementioned conditions for correctness. The main argument is justified utilizing such rules of rationality as conditional probability and Grice’s conversational maxims. It is also pointed out that this argument can be reformulated in terms of the intuitive system of reasoning.
6

Changes in learning in higher education

80%
Kalman O.
Magyar Pedagogia (Hungarian Pedagogy)
|
2004
|
vol. 104
|
issue 1
95-114
EN
The growing numbers and increasing heterogeneity of students as well as the new demands they must face in the instructional environment of higher education have directed attention to the characteristics of students' learning. This has been an issue in Western European and American studies on learning in higher education since the 1970s. The present literature review distinguishes three major periods of research. In the first, the issue was discussed without scientific attention, in the second it was studied in the framework of cognitive psychology and in the third, from the 1990s, the constructivist paradigm also influenced the investigations. The laboratory experiments and phenomenographic studies of the second period revealed different learning characteristics of students in higher education: the holistic and serialist learning style (Pask, 1976) and deep and surface approaches to studying (Marton and Säljö, 1976), the latter of which was also complemented with a questionnaire-based studies of motivation. The new wave of research in the 1990s resulted in a more complex model of learning styles (Vermunt, 1998), determined by the mental model, the orientation as well as the regulatory and processing strategies of learning. Research has also detected a change in the learning style of students in higher education: it becomes dissonant in the first year as encounters with a new instructional environment initially transform merely the mental model of learning, leading to a change in study strategies only later. Among the factors that influence learning style and its changes two major areas were analysed. Attention to student characteristics (age, gender and cultural background) failed to yield unequivocal and reliable results. The examination of the role of context (learning environment, courses and academic discipline) revealed convincing evidence for the effects of innovative learning environments and different courses on learning style.
7

HUMAN KNOWLEDGE IN THE CONTEXT OF COGNITIVE PSYCHOLOGY

70%
Ruisel I.
Studia Psychologica
|
2010
|
vol. 52
|
issue 4
267-284
EN
This study summarizes the research activity of the Centre of Excellence in the Research of Cognition CEVKOG. The aim of these research projects was to contribute to the formation of the human cognitive portrait model, as opposed to the reactive and imperfect model. Key aspects of the portrait have been analyzed, including cognitive constructs, learning activity, effect of computers on a cognitive psychology, effect of cognitive processes, memory models, problem solving, effect of cognitive fallacies, cognitive styles and cognitive schemes. The cognitive psychology of science has been discussed, the relation of cognition and intelligence and also wisdom as the cognitive summary of the portrait. The cognitive concept believes in the dominance of knowledge in the context of human existence. Humans rationally regulate their behaviour, actively form their environment and meet life goals.
8

Risk testing and risk behaviour

70%
Ulbert J., Csanaky A.
Kozgazdasagi Szemle (Economic Review)
|
2004
|
vol. 51
|
issue 3
235-258
EN
This paper considers how so-called psychometric methods devised for risk-awareness measurement in sociological and cognitive psychological researches connected primarily with health risk can be used to determine indirectly the risk behaviour behind investment decisions. The methodological efforts to measure uncertainty, which have stretched and been repeatedly renewed over centuries, tend to push decision-makers and their subjects and sociological-cum-psychological deciding process into the background. The authors have measured financial risk behaviour in the population through intensity of risk perception, using a representative sample. Groups of subjects homogenous in their risk behaviour were assembled to establish certain clear sociological determinants and parameters. Finally, the conclusions drawn about risk propensity and risk perception were compared with conclusions on risk attitude obtained by direct measurement.
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